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首页> 外文期刊>British Educational Research Journal >Identity and belonging in social learning groups: the importance of distinguishing social, operational and knowledge-related identity congruence
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Identity and belonging in social learning groups: the importance of distinguishing social, operational and knowledge-related identity congruence

机译：身份和归属于社会学习群体：区分社会，运营和知识相关的身份一致性的重要性

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Collaborative learning has much to offer but not all learners participate fully and peer groups can be exclusive. The article examines how belonging or 'congruence' in learning groups is related to identities of gender, age, ethnicity and socio-economic status. A study of student experiences of collaborative learning on three different blended learning courses illustrated how learners negotiate identity congruence with peer groups to belong and engage. An analytical framework that distinguishes social, operational and knowledge-related identity congruence has emerged. Contrary to received wisdom, the social aspect appears least important for learner engagement while knowledge-related identity congruence is fundamental. Some of the consequences of identity incongruence, particularly concerning gender and maturity, are discussed and the article points towards the pedagogies which might enable identities of group members to shift so that collaborative learning can flourish.
机译：协作学习可以提供很多东西，但是并不是所有的学习者都能充分参与，同龄人群体可以互斥。本文探讨了学习群体中的归属感或“一致性”如何与性别，年龄，种族和社会经济地位等身份相关联。一项针对三种不同混合学习课程的合作学习的学生体验研究表明，学习者如何与同伴群体协商身份一致性，以归属和参与。形成了区分社会，运营和知识相关的身份一致性的分析框架。与已接受的智慧相反，社交方面对于学习者的参与似乎不是最重要的，而与知识相关的身份一致性则至关重要。讨论了身份不一致的某些后果，尤其是关于性别和成熟度的后果，并指出了一些教学法，这些教学法可以使小组成员的身份发生转变，从而使合作学习蓬勃发展。

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